Citation: Deal, T. E., Purinton, T., & Waetjen, D. C. (2009). Making sense of social networks in schools. Thousand Oaks, CA: Corwin Press. Location: free preview in Google books Notes: recent book Poster: eh
Citation: Barbour, M., & Plough, C. (2009). Social Networking in Cyberschooling: Helping to Make Online Learning Less Isolating.TechTrends: Linking Research and Practice to Improve Learning,53(4), 56-60. Retrieved from ERIC database. Location: Academic Search Premier Poster: MauiTia
Students who participate in online learning have a more difficult time getting the social interaction those students who learn in face-to-face settings get on a daily basis. Odyssey Charter High School (OCHS), which uses a blended learning model where students physically attend class one day a week for four hours and the rest of the time taking classes online, created “Odyssey of the Mind Social Network”. While student safety was a main concern, faculty found many benefits to using social networking for online students. This article discusses the trends of online charter schools and the project started by OCHS. The project showed that distance educators shouldn’t try to provide the exact same environment as students in traditional classroom but something that is similar. The article was useful in that it showed how a social networking project worked for one charter school in one particular instance. It did have good data on the growth of cyber charter schools and the number of students who attend them.
Citation: Ke, F., & Hoadley, C. (2009). Evaluating online learning communities. Educational Technology Research & Development, 57(4), 487-510. doi:10.1007/s11423-009-9120-2. Location: EBSCOhost Poster: MauiTia
Online communities (OLC) were used for professional development in practice but over time have become places to socialize and learn and this article looks at ways to evaluate the effectiveness of OLCs. These communities go beyond improvement and create a learning community that encourages collaboration, knowledge construction, and social networking. A variety of measures were used in the studies done to evaluate online communities and the authors discuss the results in length throughout the article, including the fact that learning takes place as a social process online.
The process is broken up into 4 parts: evaluation purpose, evaluation approach, measures of evaluation and evaluation techniques. Ke and Hoadley state that there’s no clear answer as to what makes OLCs successful and it would be wrong to use a ‘one size fits all’ approach. Additional research is necessary to have a better idea of what type of evaluation process works for each OLC.
Citation: Lindwall, J., & Coleman, H. (2008). The Elementary School Counselor's Role in Fostering Caring School Communities.Professional School Counseling,12(2), 144-148. Retrieved from Academic Search Premier database. Location: Academic Search Premier Poster: MauiTia
A caring school community (CSC) promotes a strong sense of community and belongingness within K-12 students and helps facilitate social behaviors and positive attitudes; increased involvement in the academic experience. Although teachers usually assist in creating this environment, elementary school counselors also play a role in creating them as well. Through a qualitative study that used a framework of grounded theory, elementary school counselors were chosen due to the assumption that the K-12 years would change depending on the needs of the students’. The purpose of the study included two factors: 1.what constitutes a CSC from a counselor’s point of view, and 2. to understand how counselors are involved in the process of building and maintaining the CSC.
Seven counselors were chosen to take part in the study, and over a period of 1-2 hours participated in a one-on-one interview with a psychology doctorate student who used to be a school counselor. They were asked four questions and the results showed that counselors supported the idea of a CSC, included CSC-building efforts, and covered ways that the counselors could address the context in order to promote social, emotional, and academic achievement in students. According to the study, eight elements must be present and enforced in order to create a successful CSC: connectedness, empowerment, safety, collaboration, consistency, shared ownership, respect and fun. These elements would go along with strategies such as recognition, relationship building, development guidance, visibility, evaluation and needs assessments, program/activity facilitation and problem-solving techniques. It is the hope of the authors who performed the study that these results will help in the training of future counselors.
Citation: Pecaski McLennan, D. (2008). The Benefits of Using Sociodrama in the Elementary Classroom: Promoting Caring Relationships Among Educators and Students.Early Childhood Education Journal,35(5), 451-456. doi:10.1007/s10643-007-0195-2. Location: Academic Search Premier Poster: MauiTia
Deanna Pecaski looks at using sociodramas to look at issues that students face in school, from kindergarteners sharing toys and materials, to middle school students dealing with bullying. Because students can face serious issues in school that have nothing to do with their actual education, using sociodramas is a way to address those issues head on and demonstrate ways that students, by students, can develop ways to solve these problems and focus on learning. One specific way that sociodramas differ from other types of role playing is that the participating students must always choose the topics that are acted out. By utilizing this form of dramatization students are able to learn self-esteem and self-confidence as it is through acting out these issues and possible solutions that students learn ways to solve problems that could otherwise become serious detriments to their education. The participants are able to act out the scenarios in a safe and secure environment, and by receiving suggestions, interaction, and feedback from their fellow participants (students, parents and teachers). Pecaski believes that sociodrama can be used to create caring and nurturing relationships between students and their peers.
Citation: Pilbeam, C., & Denyer, D. (2009). Lone scholar or community member? The role of student networks in doctoral education in a UK management school. Studies in Higher Education, 34(3), 301-318. doi:10.1080/03075070802597077. Location: Academic Search Premier Poster: MauiTia
Emphasis has been put on the nature of skills training for doctoral students and the article looks at the relationships between students in the same, and different programs. Studies done have looked at the interconnectedness of individuals within an organization and know that the connections serve both instructional and expressive purposes.
The Roberts Report stressed the need for doctoral students to learn a wide range of skills, including those that are technical and social. This report covers seven different headings, including Personal Effectiveness and Communication Skills. Under the heading of Personal Effectiveness, students were asked to draw on the sources of support, and under the heading of Communication Skills, they are asked to “support the learning of others”. Out of the seven headings, three of them require students to interact with others. Ties between students are more common between those who are studying under the same discipline. Article is heavy with statistics from all the studies but it is known that stronger ties provide social support and also helps the communication of information.
There are limitations and data shows that they are more aimed at doctoral students. Students, who begin a program at the same time, and in the same field of study, tend to develop stronger ties. And authors indicate that more research needs to be done in this area. Citation: Schoenacher, S. (2009). Building Social Capital through Online Class Discussions: A Little Freedom Goes a Long Way. Journal of Educational Technology Systems, 37(3), 291-304. Retrieved from ERIC database. Location: ERIC/Professional Development Collection Poster: MauiTia A study to analyze threaded discussions created by students from a social capital standpoint was done by Schoenacher to determine if being responsible for threaded discussions could encourage students to build social capital through social networking. Building social capital through social networks creates bonds between students and colleagues, and according to the author, social capital is an information asset that stems from the interaction between people. Hierarchal relationships exist between social capital, information sharing, and business advantage, and social capital increases access to information as the result of the reciprocal relationships developed by social networking.
The study analyzed the online discussions made by students over three semesters of a Management Information Systems class and found that students posted questions actually pertaining to the chosen subject and created a “community of interest” even without the help of the teacher, who would normally control what questions were discussed on the thread boards. More work in this area is needed to compare the building of social capital during online discussions when the teacher posts the questions and has set social goals for the students to meet.
Citation: Strahan, D., & Layell, K. (2006). Connecting Caring and Action through Responsive Teaching.Clearing House,79(3), 147-153. Retrieved from Academic Search Premier database. Location: Academic Search Premier Poster: MauiTia Based on a case study to determine if creating caring environments gave students a sense of nurturing and community, the authors found that students performed better academically and socially, promoted respect, responsibility, and team building. Teachers were able to promote these successes by fostering supportive relationships with their students with three (3) methods: a learning-centered environment, inquiry, and collaboration which were all tied together through real-world experiences. In the learning-centered environment, teachers focused on their direct relationships with students (caring and supportive) and gave students assignments that would challenge them, but also increase their confidence and ability to obtain the information they needed; students were also given feedback on a regular basis in order to enforce the areas in which the students were excelling, and helping them change directions when necessary. Knowledge-based environment was encouraged through the use of Cornell, think and search comprehensive and the SOLVE (Study the problem, Organize the facts, Line up a plan, Verify the plan with action, Examine the solution) method. Students also utilized the SMART strategy for reading and comprehension. The study covered the practices of four schools and results showed that the schools with the highest level of caring also had the highest level of student achievement, and student behaviors such as respect and helpfulness. Over 200 students took part in the study and the three top traits of teachers they liked the most were: eagerness to help them (students), individually and equally, strict but nice and respectful, and taking the time for explanations without answering the same way every time. Teachers who took part in the study built caring and supportive relationships with each other in order to enhance their experiences within the study and with the students.
Citation: Yang, Y., Yeh, H., & Wong, W. (2010). The influence of social interaction on meaning construction in a virtual community. British Journal of Educational Technology, 41(2), 287-306. doi:10.1111/j.1467-8535.2009.00934.x. Location: Academic Search Premier Poster: MauiTia As people share experiences, resources, and feedback, meaningful learning is achieved. This ‘community’ is made up of learners who share information. Based on a study by Yang, Tsai, Kim, Cho, and Laffey (2006) there is a successful correlation between a student’s academic performance and their social interaction in online settings. One stipulation of this success is based on the active participation of students because passive interaction would not lead to the same level of learning. Working together to reach a goal is a characteristic of powerful learning.
The focus of this article is a study that looked into the effectiveness of learning communities and how they enhance meaningful learning. By looking at specific aspects of online learners such as the characteristics of good writers, editors and commentators in a community, the authors can show the effectiveness of online learning. The study was done over a period of three and a half months and involved 46 undergraduate students. Overseers would evaluate students’ first and final drafts, action logs, personal statistics, and a semi-structured interview were among the data collected and students were able to alternate their roles between writer, editor, and commentator throughout the study as they performed different tasks. The article is full of charts, results, and data but would be helpful to someone who wanted to know more about how to blend meaningful learning with online social interaction.
Citation: Reid, K. (2009).The rise of social networking sites. EducationJournal, November 2009 (119), 22. Location: Academic Search Premier Notes: peer reviewed journal; advantages & disadvantages of social networking sites in UK schools. Poster: Mei
This article was written by the Deputy Vice Chancellor of Swansea Metropolitan University (UK), Prof. Ken Reid. He begins the article by introducing the various social working sites that have become popular with youths today. He then discusses the possible serious implications and consequences of social networking sites that youths are not aware of.
For example, 39% of teenagers reported regretting the things they have posted, 37% admitted to poking fun at other students using their sites, 25% admitted using false identity and ¼ have hacked into other people’s sites. Youths also do not realize that information provided on their sites follow for the rest of their lives, having serious implications for future employment, for example. The author urges the education policy makers to think seriously about the implications of social networking sites, not only to protect children but also to protect teachers and future youths. The author also advocates for schools to educate students about using both social networking sites and the use of internet for safety, privacy, “good citizenship, plagiarism, the reliability of information and inappropriate behavior.” These issues must also involve parents.
Citation: Walling, D. R. (2009). Idea networking and creative sharing. TechTrends: Linking Research & Practice to Improve Learning, 53(6), 22-23. Location: Academic Search Premier Notes: peer reviewed journal; role and impact of social networking in education. Policy makers views as destructive while educators envision benefits. Poster: Mei This article was written by an educator, writer and editorial consultant. He acknowledges the divide between those who support social networking and those who do not. However, he observes many positive attributes to being open to technology and social networking. In this article, he speaks in particular about media creation. He recognizes the creativity and spark that can be brought about when learners share. He points out various media sharing sites such as Films.NET, MySpace, Facebook, Flickr that students and teachers can share and that social networking is a part of Web 2.0 tools. The author feels that if teachers discuss the “fine line between inspiration and plagiarism” so that learners use social networking to “spark personal innovation,” learning can be very productive.
Citation: Robertson, M. (2009). Young “netizens” creating public citizenship in cyberspace. International Research in Geographical & EnvironmentalEducation, 18(4), 287-293. Location: Academic Search Premier Notes: peer reviewed journal; Young people’s competency in digital world explored in Hong Kong, Finland, UK and Australia. Poster: Mei
Citation: Jones, N., Blackey, H., Fitzgibbon, K., Chew, E. (2010). Get out of MySpace! Computers &Education, 54(3), 776-782. Location: Academic Search Premier Notes: peer reviewed journal; disruptive nature & opportunity of social networking in higher education. Poster: Mei
Citation: Byrne, R., (2009). The effect of web 2.0 on teaching and learning. Teacher Librarian, 37(2), 50-53. Location: Academic Search Premier Notes: peer reviewed journal; author’s reflection on use of technology in own teaching; effects and suggestions of using technology. Poster: Mei
This article was written by a high school history teacher in Maine. The writer is also author of www.freetech4teachers.com, a blog for free technology for teachers. The author urges openness for technology in education. He claims that “any school can stop talking about becoming a 21st century school and confidently become a 21st century school.” The author discusses his journey of teaching history from traditional platform to integrating Web 2.0 tools and the positive effect online resources have had on his students’ learning. He capitalizes on students’ MySpace and Facebook skills and have them create pages in a wiki or a blog. For one activity, students added content to their wiki pages and were highly engaged to “compete” with others’ pages. The author acknowledges the success due to his school district’s openness to research-based decisions and the use of Internet for education. He points out that schools should educate the whole student—to teach them how to use resources online responsibly instead of blocking access because of fears of inappropriate content and misconduct. The author provides several websites for educators to learn about technology.
Citation: de la Paz, K. (2009). The year of social networking. Technology Teacher, 69(1), 6. Location: Academic Search Premier Notes: peer reviewed journal; reflection on attraction of social networking; shares own experience. Poster: Mei This article was written by the editor-in-chief of the International Technology Education Association (ITEA). She speaks very positively about the experiences of using a variety of social networking tools. She agrees with the term “social warmth” derived from social networking venues. With social networking tools, it is now easier and quicker to stay in touch with people. She urges her members of ITEA to keep an open mind about social networking. She wishes for her members to “embrace” new ways of connecting and communicating.
Citation: Livingstone, S., Brake, D. R. (2010). On the rapid rise of social networking sites: New findings and policy implications. Children & Society, 24(1), 75-83. Location: Academic Search Premier Notes: peer reviewed journal; sites increasing fast for teenagers and young people; risks, implications, safety, policy making. Poster: Mei This article was written by professor and director of graduate studies, Dept. Of Media and Communications and Project Director, EUKIDSOnline and a PhD candidate in the UK. This article reviews recent social networking practices by young people to identify implications for future research and public policy. The authors acknowledge that most networking sites are for teenagers and adults and that the survey results for youths in UK and USA are similar. In general, young people have a strong desire to stay connected in multiple ways and they use online communication to sustain local friendships already made instead of forming new ones online. They have wide circles of friends, use social networking sites to “overcome the embarrassments of face-to-face communication,” and so on. The authors also pointed out the risks youths experience such as pornography, violence, racist content, unsolicited sexual materials and bullying online. Of concern is a lot of personal information readily disclosed, thus increasing risks. The more the teenagers experience online opportunities, the more risks they take. The responsibility to keep things safe should also be figured into the design interface instead of relying on parents to minimize risks. “At risk” children—those who have low self-esteem or lacking friendships or relationship with parents—are at risk online. However, risks to children from adult sexual predators on social networking sites are very rare, the authors claim. More is the misuse and fraudulent use of personal information. The authors suggest further research to keep up with youths’ enthusiasm for social networking. Right now, social networking offers benefits in communication and relationships, but not so much so for learning and participation.
Citation: Selwyn, N. (2009). Faceworking: exploring students’ education-related use of Facebook. Learning, Media & Technology, 34(2), 157-174. Location: Academic Search Premier Notes: peer reviewed journal; in-depth qualitative analysis of Facebook ‘wall’ in 909 undergrad UK students. Poster: Mei
Citation: Cook, G. (2007). Study: Social networking can work for K-12 educators. American School Board Journal, 194(9), 6-7.
Location: Academic Search Premier database.
Poster: shcabral
In this article Glen Cook, the Editor and Chief of the American School Board Journal reports on a new study published by Grunwald Associates and the National School Boards Association that was released in August 2009. The article shares how the Web 2.0 is currently being used by majority of our tweens and teens socially and academically. Thus being a prime opportunity for educators to get connected to the students and use these new tools to the education world advantage. Schools are so quick to prohibit social networking during the school day instead of embracing the tools of this generation. As educators and administrations we should explore social networking, consider using social networks for staff communications and professional development, find ways to harness the educational value of social networking, ensure equitable access, pay attention to those students that pay less attention to traditional teaching methods, reexamine existing social networking policy and finally encourage social networking companies to increase educational value. To view the report in full text go to www.nsba.org and search for Creating and Connecting.
Skerrett, A. (2010). Lolita, Facebook, and the Third Space of Literacy Teacher Education. Educational Studies, 46(1), 67-84. doi:10.1080/00131940903480233.
This article is about how social networking can be used to facilitate learning in the classroom. This research study shows how multiliteracies can be used to demonstrate understanding and learning with in a “Third Space”. The research was done using the book “Lolita” pre-service teaching students needed to create a profile about the character they were reading about in the book, thus using traditional content teaching literacy using new technology tools. The pre-service students learned that educators should be aware of how to help students engage responsibly while using social networks for in or out of the classroom. In the 21st century multiprocessing learners are much more evident thus educators need to keep up with them by using the appropriate tools for deeper learning in and out of the classroom.
Valkenburg, P., Peter, J., & Schouten, A. (2006). Friend Networking Sites and Their Relationship to Adolescents' Well-Being and Social Self-Esteem. CyberPsychology & Behavior, 9(5), 584-590. doi:10.1089/cpb.2006.9.584.
In this article they studied the relationship between self-esteem, well being and social networking of adolescents ages 10-19. They hypothesized that adolescents self esteem would be higher with the use of social networking because of the increase of forming relationships and receiving responses from others on their profiles. They surveyed these adolescents using an online invitation to participate in a survey. They found that majority of the adolescents (78%) received positive feedback on their profile enhancing their self-esteem. While a small percentage (7%) of the students received negative feedback and decreased their self-esteem. Due to the fast spread of social networking sites they say that social networking sites cannot be ignored and their definitely needs to be more research done on the effects on adolescents.
(not useful)Citation: Manzo, K. (2009). SOCIAL NETWORKING. Education Week, 29(5), 5.
Location: Academic Search Premier database.
Poster: shcabral
(not useful) Citation: Trotter, A. (2006). Soical-Networking Web Sites Pose Growing Challenge for Education. Education. 25 (23), 8-9.
Location: Academic Search Premier database.
Poster: shcabral
Citation: Foulger, T., Ewbank, A., Kay, A., Popp, S., & Carter, H. (2009). Moral Spaces in MySpace: Preservice Teachers' Perspectives about Ethical Issues in Social Networking. Journal of Research on Technology in Education, 42(1), 1-28.
Location: Academic Search Premier database.
Poster: shcabral
This study looks at both Pre-service Teachers and current teachers and how they view social networking moral and ethical issues. Some findings were that teacher authority and responsibility with social networking are not clear amongst the teaching communities for both pre-service and experienced teachers. For better understanding clearer polices to guide online conduct as well as the development of professional ethics within social networking in the 21st century need to be developed. With this information those who educate pre-service teachers can help make pre-service teachers more aware of the moral and ethical dilemmas and be able to prevent potential problems within their locus of control.
Citation: Kist, W. (2008). "I Gave Up My Space for Lent": New Teachers and Social Networking Sites. Journal of Adolescent & Adult Literacy, 52(3), 245-247.
Location: Academic Search Premier database.
Poster:shcabral
In this article a “Pre-service Teacher” describes the pressures of The Department of Education as well as the State Education Association stating that teachers shouldn’t take part in MySpace, Facebook or any type of social networking. This Pre-service teacher interviewed many other pre-service teachers about their personal participation in social networking. Their comments were predominantly about the benefits of social networking and how it is possible to use social networks safely. The writer also wrote about using social networks in the classroom to create a safe learning environment for all students.
Citation: Brunsell, E., & Horejsi, M. (2010). Science 2.0. Science Teacher, 77(1), 12-13.
Location: Academic Search Premier
Notes: Not Useful.
Poster: HeyDno
Citation: Lieberman, A., & Mace, D. (2010). Making Practice Public: Teacher Learning in the 21st Century. Journal of Teacher Education, 61(1/2), 77-88.
Location: Academic Search Premier
Notes: In this article, the researchers examined the incorporation of technology, more specifically social networking, into the current professional development practices for teachers. The use of professional learning communities (online) in these practices was studied through specific cases developed together with teachers over a ten year period. The major initiative explored was public sharing of lessons and classroom experiences amongst the community to promote development through collaborative learning. They believed that by providing access to a wide range of teacher practices promotes conversation, critique and expansion which will thereby improve overall knowledge.
Link: http://jte.sagepub.com.eres.library.manoa.hawaii.edu/cgi/reprint/61/1-2/77
Poster: HeyDno
Citation: Knobel, M., & Lankshear, C. (2009). Wikis, Digital Literacies, and Professional Growth. Journal of Adolescent & Adult Literacy, 52(7), 631-634.
Location: Academic Search Premier
Notes: This article examines the use of "wikis" in the promotion of online and offline collaboration for disseminating research and practical resources among educators. NewLits.org is specifically noted as a context for showcasing literacies in new areas relating to multimedia for the purpose of professional development. The intent is to create a network of professional educators to share ideas on the use of new technologies and their integration into the classroom to increase the quality and richness of the formal learning environment.
Link: http://web.ebscohost.com.eres.library.manoa.hawaii.edu/ehost/pdf?vid=7&hid=111&sid=96a37615-6530-489c-bf39-e0f1b1d25f25%40sessionmgr113
Poster: HeyDno
Citation: Demski, J. (2009). Facebook Training Wheels. T H E Journal, 36(4), 24-28.
Location: Academic Search Premier
Notes: In this article, the author examines the use of a private, internal social network in the school environment to "train" younger students on how to properly interact within true social networks such as Facebook or MySpace. Using Saywire, an online social network designed specifically for the school environment, educators were able to mimic the student/teacher relationship online while teaching the students on how to interact online. Quotes from James Yap, the director of instructional technology a the Ramapo Central School in Hillburn, NY specifically noted the students ability to learn the value of passwords while also beginning to understand the ramifications of social networking in the real world environment.
Link: http://web.ebscohost.com.eres.library.manoa.hawaii.edu/ehost/detail?vid=9&hid=111&sid=96a37615-6530-489c-bf39-e0f1b1d25f25%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=38121206
Poster: HeyDno
Citation: Churchill, D. (2009). Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal of Educational Technology, 40(1), 179-183.
Location: Academic Search Premier
Notes: This study examines the use of a blog in a postgraduate class over one semester. Students used blogs to access course material, post reflections, feature artifacts created through learning tasks and comment on peer contributions. Results showed the blogging facilitated learning while also improving the relationship with the teacher. Students specifically noted the benefits of accessing and reading the blogs of others, receiving comments, previewing completed tasks and reading personal feedback. The teacher involved in the study also indicated the value of the student blogs, but noted the time consuming nature of regularly reviewing the entries. RSS was noted as an effective solution.
Link: http://web.ebscohost.com.eres.library.manoa.hawaii.edu/ehost/pdf?vid=13&hid=111&sid=96a37615-6530-489c-bf39-e0f1b1d25f25%40sessionmgr113
Poster: HeyDno
Citation: Cooper-Simon, S. (2008). rethinking collaboration: transforming Web 2.0 thinking into real-time behavior. Teacher Librarian, 36(1), 34-38.
Location: Academic Search Premier
Notes: Not Useful.
Poster: HeyDno
Citation: Thibodeau, G. (2008). A Content Literacy Collaborative Study Group: High School Teachers Take Charge of Their Professional Learning. Journal of Adolescent & Adult Literacy, 52(1), 54-64.
Location: Academic Search Premier
Notes: This article describes the development and progress of a small teacher community that utilized a collaborative study group to improve efficacy and student achievement. There is not much talk of social networking, but the research goes in-depth about the effectiveness of collaboration in the professional development of teachers. (Note: I intend to explore this topic for my lit review.)
Link: http://web.ebscohost.com.eres.library.manoa.hawaii.edu/ehost/pdf?vid=2&hid=111&sid=e5862d95-6558-48ca-ae20-e923aeaf9ed8%40sessionmgr110
Poster: HeyDno
Citation: Duncan-Howell, J. (2010). Teachers making connections: Online communities as a source of professional learning. British Journal of Educational Technology, 41(2), 324-340.
Location: Academic Search Premier
Notes: This article notes the ineffectiveness of current professional development standards for teachers due to the lack of practical solutions and examines the use of online communities as a new source of professional learning. A study was conducted on three online communities for teachers to explore the nature of membership and drew conclusions about their potential use in professional development. Conclusions indicated that PD activities need to be practical and targeted an that membership in an online community enhanced the professional learning process by reducing the time involved (due to their asynchronous nature), increasing the relevancy of the information, and improving the immediacy of the responses. It also broadened the scope of dialogue outside of the local community.
Link: http://web.ebscohost.com.eres.library.manoa.hawaii.edu/ehost/pdf?vid=30&hid=111&sid=96a37615-6530-489c-bf39-e0f1b1d25f25%40sessionmgr113
Poster: HeyDno
Citation: Joyce K. M., Brown A. (2009). Enhancing social presence in online learning: mediation strategies apply to social networking tools. Online Journal of Distance Learning Administration, 12(4).
Location: http://www.westga.edu/~distance/ojdla/winter124/joyce124.html
Notes: Authors explore mediation strategies applied to social networking tools with emphasis on enhancing social presence. "Social presence as it relates to distance learning courses should encompass social networking technologies, but only when these technologies can provide opportunities for challenging and appropriate discourse."
Poster: Chris Daniels
Citation: Kim, W., Jeong, O. R., Lee, S. W. (2010). On social Web sites. Information Systems, 35 (2), pp 215-236.
Location: Academic search premiere
Notes: The authors attempt to organize the status, uses, and issues of social Websites into a comprehensive
frame work for discussing, understanding, using, building, and forecasting the future of social Websites. They explore taxonomy of social web sites, a taxonomy of their essential features, taxonomy of the uses and benefits of social websites, taxonomy of the issues and challenges facing the sites and a prognosis of how the sites are likely to evolve in the near future.
Poster: Chris Daniels
Citation: Rigby, M. (2010) Social Networking 0.0: Cultivating casual collaboration. College and research libraries news, 71(1), pp 14-15.
Location: http://crln.acrl.org/content/71/1/14.full.pdf+html
Notes:Mariam Rigby, a social science librarian has found that social interactions not necessarily geared for academic collaboration can be more productive. She suggest from her personal experience that casual social event based around a theme attract a diverse crowd and encourage interdisciplinary relationships and interactions with reference librarians
Poster: Chris Daniels
Citation: Vikram, Savkar (2010) Community colleges can create a true college community. Community college week, 22 (13), pp 4-5.
Location: Academic search premiere
Notes: Vikram Savkar a publisher of online teaching and training tools argues that online social networks are not fulfilling the fundamental need for human community. Suggests that community colleges can band together to create an collective internet based platform of both interactive material and online advisers for students to engage. Facebook and twitter may be good stop gaps for schools now but the mission of such sites are too broad for the needs of the classroom in the long run.
Poster: Chris Daniels
Citation: O'Brien, M., Burton, D., Campbell, A., Qualter, A., Varga-Atkins, T. (2006) Learning networks for schools: keeping up with the times or a leap into the unknown?. The Curriculum Journal, 17(4), pp. 397-411.
Location: Academic search premiere
Notes: Decided to look at Papers more specific to my topic but left this citation if any one else thinks it might help. Mostly about Networking resources between schools in the UK.
Poster: Chris Daniels
Citation: Montgomery, C., McDowell, L. (2009). Social networks and the International Student Experience: An international community of practice?. Journal of studies in international education, 13(4), pp 455-466.
Location: Illiad request (I have pdf if you need it)
Notes:Decided to look at papers more specific to my topic. Discusses how international students create there own f2f Social network to aid learning.
Poster Chris Daniels
Mikami A. Y., Szwedo, D. E., Allen, J. P., Evans, M. A., Hare. A. L. (2010). Adolescent peer relationship and behavior problems predict young adults communication on social networking websites. Developmental Psychology, 46(1) pp46-56. DOI 10.1037/a0017420.
Notes
Poster Chris Daniels
Citation: Pelling, E. L., White, K. M. (). The Theory of Planned Behavior Applied to Young People's Use of Social Networking Web Sites. CyberPsuchology & Behavior. 12(6), pp. 755-759. DOI 10.1089
Location: Behavioral Science Collection
Notes:
Poster: Chris Daniels
*articles below this point have more to do with EBD than SNW*
Citation: Frey, A., George-Nichols, N. (2003). Intervention practices for students with emotional and behavioral disorders: Using research to inform school social work practice. Children and Schools. 25(2), pp 97-103.
Location. Illiad request (contact me for PDF)
Notes: Discusses intervention research for children with EBD. Concludes that social workers who work with students faculty and parents to conduct a functional behavioral assessment, identify reasonable goals, outline positive behavioral strategies and determine methods for monitoring progress see the most improvement in behavior management in the classroom settings. Problems with social skills training (SST) include the ineffectiveness of a child learning a skill that is not practiced or reinforced, lack of sufficient contact hours to effect acquisition or practice to yield outcomes, SST only effective when function of behavior is considered and is part of a monitored behavior support plan, and when social skills groups are conceptualized primarily as educational groups their goals composition and leadership is ineffective due to compromise.
Poster: Chris Daniels
Location: free preview in Google books
Notes: recent book
Poster: eh
Citation: Barbour, M., & Plough, C. (2009). Social Networking in Cyberschooling: Helping to Make Online Learning Less Isolating.TechTrends: Linking Research and Practice to Improve Learning, 53(4), 56-60. Retrieved from ERIC database.
Location: Academic Search Premier
Poster: MauiTia
Students who participate in online learning have a more difficult time getting the social interaction those students who learn in face-to-face settings get on a daily basis. Odyssey Charter High School (OCHS), which uses a blended learning model where students physically attend class one day a week for four hours and the rest of the time taking classes online, created “Odyssey of the Mind Social Network”. While student safety was a main concern, faculty found many benefits to using social networking for online students. This article discusses the trends of online charter schools and the project started by OCHS. The project showed that distance educators shouldn’t try to provide the exact same environment as students in traditional classroom but something that is similar. The article was useful in that it showed how a social networking project worked for one charter school in one particular instance. It did have good data on the growth of cyber charter schools and the number of students who attend them.
Citation: Ke, F., & Hoadley, C. (2009). Evaluating online learning communities. Educational Technology Research & Development, 57(4), 487-510. doi:10.1007/s11423-009-9120-2.
Location: EBSCOhost
Poster: MauiTia
Online communities (OLC) were used for professional development in practice but over time have become places to socialize and learn and this article looks at ways to evaluate the effectiveness of OLCs. These communities go beyond improvement and create a learning community that encourages collaboration, knowledge construction, and social networking. A variety of measures were used in the studies done to evaluate online communities and the authors discuss the results in length throughout the article, including the fact that learning takes place as a social process online.
The process is broken up into 4 parts: evaluation purpose, evaluation approach, measures of evaluation and evaluation techniques. Ke and Hoadley state that there’s no clear answer as to what makes OLCs successful and it would be wrong to use a ‘one size fits all’ approach. Additional research is necessary to have a better idea of what type of evaluation process works for each OLC.
Citation: Lindwall, J., & Coleman, H. (2008). The Elementary School Counselor's Role in Fostering Caring School Communities.Professional School Counseling, 12(2), 144-148. Retrieved from Academic Search Premier database.
Location: Academic Search Premier
Poster: MauiTia
A caring school community (CSC) promotes a strong sense of community and belongingness within K-12 students and helps facilitate social behaviors and positive attitudes; increased involvement in the academic experience. Although teachers usually assist in creating this environment, elementary school counselors also play a role in creating them as well. Through a qualitative study that used a framework of grounded theory, elementary school counselors were chosen due to the assumption that the K-12 years would change depending on the needs of the students’. The purpose of the study included two factors: 1.what constitutes a CSC from a counselor’s point of view, and 2. to understand how counselors are involved in the process of building and maintaining the CSC.
Seven counselors were chosen to take part in the study, and over a period of 1-2 hours participated in a one-on-one interview with a psychology doctorate student who used to be a school counselor. They were asked four questions and the results showed that counselors supported the idea of a CSC, included CSC-building efforts, and covered ways that the counselors could address the context in order to promote social, emotional, and academic achievement in students. According to the study, eight elements must be present and enforced in order to create a successful CSC: connectedness, empowerment, safety, collaboration, consistency, shared ownership, respect and fun. These elements would go along with strategies such as recognition, relationship building, development guidance, visibility, evaluation and needs assessments, program/activity facilitation and problem-solving techniques. It is the hope of the authors who performed the study that these results will help in the training of future counselors.
Citation: Pecaski McLennan, D. (2008). The Benefits of Using Sociodrama in the Elementary Classroom: Promoting Caring Relationships Among Educators and Students. Early Childhood Education Journal, 35(5), 451-456. doi:10.1007/s10643-007-0195-2.
Location: Academic Search Premier
Poster: MauiTia
Deanna Pecaski looks at using sociodramas to look at issues that students face in school, from kindergarteners sharing toys and materials, to middle school students dealing with bullying. Because students can face serious issues in school that have nothing to do with their actual education, using sociodramas is a way to address those issues head on and demonstrate ways that students, by students, can develop ways to solve these problems and focus on learning. One specific way that sociodramas differ from other types of role playing is that the participating students must always choose the topics that are acted out. By utilizing this form of dramatization students are able to learn self-esteem and self-confidence as it is through acting out these issues and possible solutions that students learn ways to solve problems that could otherwise become serious detriments to their education. The participants are able to act out the scenarios in a safe and secure environment, and by receiving suggestions, interaction, and feedback from their fellow participants (students, parents and teachers). Pecaski believes that sociodrama can be used to create caring and nurturing relationships between students and their peers.
Citation: Pilbeam, C., & Denyer, D. (2009). Lone scholar or community member? The role of student networks in doctoral education in a UK management school. Studies in Higher Education, 34(3), 301-318. doi:10.1080/03075070802597077.
Location: Academic Search Premier
Poster: MauiTia
Emphasis has been put on the nature of skills training for doctoral students and the article looks at the relationships between students in the same, and different programs. Studies done have looked at the interconnectedness of individuals within an organization and know that the connections serve both instructional and expressive purposes.
The Roberts Report stressed the need for doctoral students to learn a wide range of skills, including those that are technical and social. This report covers seven different headings, including Personal Effectiveness and Communication Skills. Under the heading of Personal Effectiveness, students were asked to draw on the sources of support, and under the heading of Communication Skills, they are asked to “support the learning of others”. Out of the seven headings, three of them require students to interact with others. Ties between students are more common between those who are studying under the same discipline. Article is heavy with statistics from all the studies but it is known that stronger ties provide social support and also helps the communication of information.
There are limitations and data shows that they are more aimed at doctoral students. Students, who begin a program at the same time, and in the same field of study, tend to develop stronger ties. And authors indicate that more research needs to be done in this area.
Citation: Schoenacher, S. (2009). Building Social Capital through Online Class Discussions: A Little Freedom Goes a Long Way. Journal of Educational Technology Systems, 37(3), 291-304. Retrieved from ERIC database.
Location: ERIC/Professional Development Collection
Poster: MauiTia
A study to analyze threaded discussions created by students from a social capital standpoint was done by Schoenacher to determine if being responsible for threaded discussions could encourage students to build social capital through social networking. Building social capital through social networks creates bonds between students and colleagues, and according to the author, social capital is an information asset that stems from the interaction between people. Hierarchal relationships exist between social capital, information sharing, and business advantage, and social capital increases access to information as the result of the reciprocal relationships developed by social networking.
The study analyzed the online discussions made by students over three semesters of a Management Information Systems class and found that students posted questions actually pertaining to the chosen subject and created a “community of interest” even without the help of the teacher, who would normally control what questions were discussed on the thread boards. More work in this area is needed to compare the building of social capital during online discussions when the teacher posts the questions and has set social goals for the students to meet.
Citation: Strahan, D., & Layell, K. (2006). Connecting Caring and Action through Responsive Teaching. Clearing House, 79(3), 147-153. Retrieved from Academic Search Premier database.
Location: Academic Search Premier
Poster: MauiTia
Based on a case study to determine if creating caring environments gave students a sense of nurturing and community, the authors found that students performed better academically and socially, promoted respect, responsibility, and team building. Teachers were able to promote these successes by fostering supportive relationships with their students with three (3) methods: a learning-centered environment, inquiry, and collaboration which were all tied together through real-world experiences. In the learning-centered environment, teachers focused on their direct relationships with students (caring and supportive) and gave students assignments that would challenge them, but also increase their confidence and ability to obtain the information they needed; students were also given feedback on a regular basis in order to enforce the areas in which the students were excelling, and helping them change directions when necessary. Knowledge-based environment was encouraged through the use of Cornell, think and search comprehensive and the SOLVE (Study the problem, Organize the facts, Line up a plan, Verify the plan with action, Examine the solution) method. Students also utilized the SMART strategy for reading and comprehension. The study covered the practices of four schools and results showed that the schools with the highest level of caring also had the highest level of student achievement, and student behaviors such as respect and helpfulness. Over 200 students took part in the study and the three top traits of teachers they liked the most were: eagerness to help them (students), individually and equally, strict but nice and respectful, and taking the time for explanations without answering the same way every time. Teachers who took part in the study built caring and supportive relationships with each other in order to enhance their experiences within the study and with the students.
Citation: Yang, Y., Yeh, H., & Wong, W. (2010). The influence of social interaction on meaning construction in a virtual community. British Journal of Educational Technology, 41(2), 287-306. doi:10.1111/j.1467-8535.2009.00934.x.
Location: Academic Search Premier
Poster: MauiTia
As people share experiences, resources, and feedback, meaningful learning is achieved. This ‘community’ is made up of learners who share information. Based on a study by Yang, Tsai, Kim, Cho, and Laffey (2006) there is a successful correlation between a student’s academic performance and their social interaction in online settings. One stipulation of this success is based on the active participation of students because passive interaction would not lead to the same level of learning. Working together to reach a goal is a characteristic of powerful learning.
The focus of this article is a study that looked into the effectiveness of learning communities and how they enhance meaningful learning. By looking at specific aspects of online learners such as the characteristics of good writers, editors and commentators in a community, the authors can show the effectiveness of online learning. The study was done over a period of three and a half months and involved 46 undergraduate students. Overseers would evaluate students’ first and final drafts, action logs, personal statistics, and a semi-structured interview were among the data collected and students were able to alternate their roles between writer, editor, and commentator throughout the study as they performed different tasks. The article is full of charts, results, and data but would be helpful to someone who wanted to know more about how to blend meaningful learning with online social interaction.
Citation: Reid, K. (2009). The rise of social networking sites. Education Journal, November 2009 (119), 22.
Location: Academic Search Premier
Notes: peer reviewed journal; advantages & disadvantages of social networking sites in UK schools.
Poster: Mei
This article was written by the Deputy Vice Chancellor of Swansea Metropolitan University (UK), Prof. Ken Reid. He begins the article by introducing the various social working sites that have become popular with youths today. He then discusses the possible serious implications and consequences of social networking sites that youths are not aware of.
For example, 39% of teenagers reported regretting the things they have posted, 37% admitted to poking fun at other students using their sites, 25% admitted using false identity and ¼ have hacked into other people’s sites. Youths also do not realize that information provided on their sites follow for the rest of their lives, having serious implications for future employment, for example. The author urges the education policy makers to think seriously about the implications of social networking sites, not only to protect children but also to protect teachers and future youths. The author also advocates for schools to educate students about using both social networking sites and the use of internet for safety, privacy, “good citizenship, plagiarism, the reliability of information and inappropriate behavior.” These issues must also involve parents.
Citation: Walling, D. R. (2009). Idea networking and creative sharing. TechTrends: Linking Research & Practice to Improve Learning, 53(6), 22-23.
Location: Academic Search Premier
Notes: peer reviewed journal; role and impact of social networking in education. Policy makers views as destructive while educators envision benefits.
Poster: Mei
This article was written by an educator, writer and editorial consultant. He acknowledges the divide between those who support social networking and those who do not. However, he observes many positive attributes to being open to technology and social networking. In this article, he speaks in particular about media creation. He recognizes the creativity and spark that can be brought about when learners share. He points out various media sharing sites such as Films.NET, MySpace, Facebook, Flickr that students and teachers can share and that social networking is a part of Web 2.0 tools. The author feels that if teachers discuss the “fine line between inspiration and plagiarism” so that learners use social networking to “spark personal innovation,” learning can be very productive.
Citation: Robertson, M. (2009). Young “netizens” creating public citizenship in cyberspace. International Research in Geographical & Environmental Education, 18(4), 287-293.
Location: Academic Search Premier
Notes: peer reviewed journal; Young people’s competency in digital world explored in Hong Kong, Finland, UK and Australia.
Poster: Mei
Citation: Jones, N., Blackey, H., Fitzgibbon, K., Chew, E. (2010). Get out of MySpace! Computers & Education, 54(3), 776-782.
Location: Academic Search Premier
Notes: peer reviewed journal; disruptive nature & opportunity of social networking in higher education.
Poster: Mei
Citation: Byrne, R., (2009). The effect of web 2.0 on teaching and learning. Teacher Librarian, 37(2), 50-53.
Location: Academic Search Premier
Notes: peer reviewed journal; author’s reflection on use of technology in own teaching; effects and suggestions of using technology.
Poster: Mei
This article was written by a high school history teacher in Maine. The writer is also author of www.freetech4teachers.com, a blog for free technology for teachers. The author urges openness for technology in education. He claims that “any school can stop talking about becoming a 21st century school and confidently become a 21st century school.” The author discusses his journey of teaching history from traditional platform to integrating Web 2.0 tools and the positive effect online resources have had on his students’ learning. He capitalizes on students’ MySpace and Facebook skills and have them create pages in a wiki or a blog. For one activity, students added content to their wiki pages and were highly engaged to “compete” with others’ pages. The author acknowledges the success due to his school district’s openness to research-based decisions and the use of Internet for education. He points out that schools should educate the whole student—to teach them how to use resources online responsibly instead of blocking access because of fears of inappropriate content and misconduct. The author provides several websites for educators to learn about technology.
Citation: de la Paz, K. (2009). The year of social networking. Technology Teacher, 69(1), 6.
Location: Academic Search Premier
Notes: peer reviewed journal; reflection on attraction of social networking; shares own experience.
Poster: Mei
This article was written by the editor-in-chief of the International Technology Education Association (ITEA). She speaks very positively about the experiences of using a variety of social networking tools. She agrees with the term “social warmth” derived from social networking venues. With social networking tools, it is now easier and quicker to stay in touch with people. She urges her members of ITEA to keep an open mind about social networking. She wishes for her members to “embrace” new ways of connecting and communicating.
Citation: Livingstone, S., Brake, D. R. (2010). On the rapid rise of social networking sites: New findings and policy implications. Children & Society, 24(1), 75-83.
Location: Academic Search Premier
Notes: peer reviewed journal; sites increasing fast for teenagers and young people; risks, implications, safety, policy making.
Poster: Mei
This article was written by professor and director of graduate studies, Dept. Of Media and Communications and Project Director, EUKIDSOnline and a PhD candidate in the UK. This article reviews recent social networking practices by young people to identify implications for future research and public policy. The authors acknowledge that most networking sites are for teenagers and adults and that the survey results for youths in UK and USA are similar. In general, young people have a strong desire to stay connected in multiple ways and they use online communication to sustain local friendships already made instead of forming new ones online. They have wide circles of friends, use social networking sites to “overcome the embarrassments of face-to-face communication,” and so on. The authors also pointed out the risks youths experience such as pornography, violence, racist content, unsolicited sexual materials and bullying online. Of concern is a lot of personal information readily disclosed, thus increasing risks. The more the teenagers experience online opportunities, the more risks they take. The responsibility to keep things safe should also be figured into the design interface instead of relying on parents to minimize risks. “At risk” children—those who have low self-esteem or lacking friendships or relationship with parents—are at risk online. However, risks to children from adult sexual predators on social networking sites are very rare, the authors claim. More is the misuse and fraudulent use of personal information. The authors suggest further research to keep up with youths’ enthusiasm for social networking. Right now, social networking offers benefits in communication and relationships, but not so much so for learning and participation.
Citation: Selwyn, N. (2009). Faceworking: exploring students’ education-related use of Facebook. Learning, Media & Technology, 34(2), 157-174.
Location: Academic Search Premier
Notes: peer reviewed journal; in-depth qualitative analysis of Facebook ‘wall’ in 909 undergrad UK students.
Poster: Mei
Citation: Cook, G. (2007). Study: Social networking can work for K-12 educators. American School Board Journal, 194(9), 6-7.
Location: Academic Search Premier database.
Poster: shcabral
In this article Glen Cook, the Editor and Chief of the American School Board Journal reports on a new study published by Grunwald Associates and the National School Boards Association that was released in August 2009. The article shares how the Web 2.0 is currently being used by majority of our tweens and teens socially and academically. Thus being a prime opportunity for educators to get connected to the students and use these new tools to the education world advantage. Schools are so quick to prohibit social networking during the school day instead of embracing the tools of this generation. As educators and administrations we should explore social networking, consider using social networks for staff communications and professional development, find ways to harness the educational value of social networking, ensure equitable access, pay attention to those students that pay less attention to traditional teaching methods, reexamine existing social networking policy and finally encourage social networking companies to increase educational value. To view the report in full text go to www.nsba.org and search for Creating and Connecting.
Skerrett, A. (2010). Lolita, Facebook, and the Third Space of Literacy Teacher Education. Educational Studies, 46(1), 67-84. doi:10.1080/00131940903480233.
This article is about how social networking can be used to facilitate learning in the classroom. This research study shows how multiliteracies can be used to demonstrate understanding and learning with in a “Third Space”. The research was done using the book “Lolita” pre-service teaching students needed to create a profile about the character they were reading about in the book, thus using traditional content teaching literacy using new technology tools. The pre-service students learned that educators should be aware of how to help students engage responsibly while using social networks for in or out of the classroom. In the 21st century multiprocessing learners are much more evident thus educators need to keep up with them by using the appropriate tools for deeper learning in and out of the classroom.
Valkenburg, P., Peter, J., & Schouten, A. (2006). Friend Networking Sites and Their Relationship to Adolescents' Well-Being and Social Self-Esteem. CyberPsychology & Behavior, 9(5), 584-590. doi:10.1089/cpb.2006.9.584.
In this article they studied the relationship between self-esteem, well being and social networking of adolescents ages 10-19. They hypothesized that adolescents self esteem would be higher with the use of social networking because of the increase of forming relationships and receiving responses from others on their profiles. They surveyed these adolescents using an online invitation to participate in a survey. They found that majority of the adolescents (78%) received positive feedback on their profile enhancing their self-esteem. While a small percentage (7%) of the students received negative feedback and decreased their self-esteem. Due to the fast spread of social networking sites they say that social networking sites cannot be ignored and their definitely needs to be more research done on the effects on adolescents.
(not useful)Citation: Manzo, K. (2009). SOCIAL NETWORKING. Education Week, 29(5), 5.
Location: Academic Search Premier database.
Poster: shcabral
(not useful) Citation: Trotter, A. (2006). Soical-Networking Web Sites Pose Growing Challenge for Education. Education. 25 (23), 8-9.
Location: Academic Search Premier database.
Poster: shcabral
Citation: Foulger, T., Ewbank, A., Kay, A., Popp, S., & Carter, H. (2009). Moral Spaces in MySpace: Preservice Teachers' Perspectives about Ethical Issues in Social Networking. Journal of Research on Technology in Education, 42(1), 1-28.
Location: Academic Search Premier database.
Poster: shcabral
This study looks at both Pre-service Teachers and current teachers and how they view social networking moral and ethical issues. Some findings were that teacher authority and responsibility with social networking are not clear amongst the teaching communities for both pre-service and experienced teachers. For better understanding clearer polices to guide online conduct as well as the development of professional ethics within social networking in the 21st century need to be developed. With this information those who educate pre-service teachers can help make pre-service teachers more aware of the moral and ethical dilemmas and be able to prevent potential problems within their locus of control.
Citation: Kist, W. (2008). "I Gave Up My Space for Lent": New Teachers and Social Networking Sites. Journal of Adolescent & Adult Literacy, 52(3), 245-247.
Location: Academic Search Premier database.
Poster:shcabral
In this article a “Pre-service Teacher” describes the pressures of The Department of Education as well as the State Education Association stating that teachers shouldn’t take part in MySpace, Facebook or any type of social networking. This Pre-service teacher interviewed many other pre-service teachers about their personal participation in social networking. Their comments were predominantly about the benefits of social networking and how it is possible to use social networks safely. The writer also wrote about using social networks in the classroom to create a safe learning environment for all students.
Citation: Brunsell, E., & Horejsi, M. (2010). Science 2.0. Science Teacher, 77(1), 12-13.
Location: Academic Search Premier
Notes: Not Useful.
Poster: HeyDno
Citation: Lieberman, A., & Mace, D. (2010). Making Practice Public: Teacher Learning in the 21st Century. Journal of Teacher Education, 61(1/2), 77-88.
Location: Academic Search Premier
Notes: In this article, the researchers examined the incorporation of technology, more specifically social networking, into the current professional development practices for teachers. The use of professional learning communities (online) in these practices was studied through specific cases developed together with teachers over a ten year period. The major initiative explored was public sharing of lessons and classroom experiences amongst the community to promote development through collaborative learning. They believed that by providing access to a wide range of teacher practices promotes conversation, critique and expansion which will thereby improve overall knowledge.
Link: http://jte.sagepub.com.eres.library.manoa.hawaii.edu/cgi/reprint/61/1-2/77
Poster: HeyDno
Citation: Knobel, M., & Lankshear, C. (2009). Wikis, Digital Literacies, and Professional Growth. Journal of Adolescent & Adult Literacy, 52(7), 631-634.
Location: Academic Search Premier
Notes: This article examines the use of "wikis" in the promotion of online and offline collaboration for disseminating research and practical resources among educators. NewLits.org is specifically noted as a context for showcasing literacies in new areas relating to multimedia for the purpose of professional development. The intent is to create a network of professional educators to share ideas on the use of new technologies and their integration into the classroom to increase the quality and richness of the formal learning environment.
Link: http://web.ebscohost.com.eres.library.manoa.hawaii.edu/ehost/pdf?vid=7&hid=111&sid=96a37615-6530-489c-bf39-e0f1b1d25f25%40sessionmgr113
Poster: HeyDno
Citation: Demski, J. (2009). Facebook Training Wheels. T H E Journal, 36(4), 24-28.
Location: Academic Search Premier
Notes: In this article, the author examines the use of a private, internal social network in the school environment to "train" younger students on how to properly interact within true social networks such as Facebook or MySpace. Using Saywire, an online social network designed specifically for the school environment, educators were able to mimic the student/teacher relationship online while teaching the students on how to interact online. Quotes from James Yap, the director of instructional technology a the Ramapo Central School in Hillburn, NY specifically noted the students ability to learn the value of passwords while also beginning to understand the ramifications of social networking in the real world environment.
Link: http://web.ebscohost.com.eres.library.manoa.hawaii.edu/ehost/detail?vid=9&hid=111&sid=96a37615-6530-489c-bf39-e0f1b1d25f25%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=38121206
Poster: HeyDno
Citation: Churchill, D. (2009). Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal of Educational Technology, 40(1), 179-183.
Location: Academic Search Premier
Notes: This study examines the use of a blog in a postgraduate class over one semester. Students used blogs to access course material, post reflections, feature artifacts created through learning tasks and comment on peer contributions. Results showed the blogging facilitated learning while also improving the relationship with the teacher. Students specifically noted the benefits of accessing and reading the blogs of others, receiving comments, previewing completed tasks and reading personal feedback. The teacher involved in the study also indicated the value of the student blogs, but noted the time consuming nature of regularly reviewing the entries. RSS was noted as an effective solution.
Link: http://web.ebscohost.com.eres.library.manoa.hawaii.edu/ehost/pdf?vid=13&hid=111&sid=96a37615-6530-489c-bf39-e0f1b1d25f25%40sessionmgr113
Poster: HeyDno
Citation: Cooper-Simon, S. (2008). rethinking collaboration: transforming Web 2.0 thinking into real-time behavior. Teacher Librarian, 36(1), 34-38.
Location: Academic Search Premier
Notes: Not Useful.
Poster: HeyDno
Citation: Thibodeau, G. (2008). A Content Literacy Collaborative Study Group: High School Teachers Take Charge of Their Professional Learning. Journal of Adolescent & Adult Literacy, 52(1), 54-64.
Location: Academic Search Premier
Notes: This article describes the development and progress of a small teacher community that utilized a collaborative study group to improve efficacy and student achievement. There is not much talk of social networking, but the research goes in-depth about the effectiveness of collaboration in the professional development of teachers. (Note: I intend to explore this topic for my lit review.)
Link: http://web.ebscohost.com.eres.library.manoa.hawaii.edu/ehost/pdf?vid=2&hid=111&sid=e5862d95-6558-48ca-ae20-e923aeaf9ed8%40sessionmgr110
Poster: HeyDno
Citation: Duncan-Howell, J. (2010). Teachers making connections: Online communities as a source of professional learning. British Journal of Educational Technology, 41(2), 324-340.
Location: Academic Search Premier
Notes: This article notes the ineffectiveness of current professional development standards for teachers due to the lack of practical solutions and examines the use of online communities as a new source of professional learning. A study was conducted on three online communities for teachers to explore the nature of membership and drew conclusions about their potential use in professional development. Conclusions indicated that PD activities need to be practical and targeted an that membership in an online community enhanced the professional learning process by reducing the time involved (due to their asynchronous nature), increasing the relevancy of the information, and improving the immediacy of the responses. It also broadened the scope of dialogue outside of the local community.
Link: http://web.ebscohost.com.eres.library.manoa.hawaii.edu/ehost/pdf?vid=30&hid=111&sid=96a37615-6530-489c-bf39-e0f1b1d25f25%40sessionmgr113
Poster: HeyDno
Citation: Joyce K. M., Brown A. (2009). Enhancing social presence in online learning: mediation strategies apply to social networking tools. Online Journal of Distance Learning Administration, 12(4).
Location: http://www.westga.edu/~distance/ojdla/winter124/joyce124.html
Notes: Authors explore mediation strategies applied to social networking tools with emphasis on enhancing social presence. "Social presence as it relates to distance learning courses should encompass social networking technologies, but only when these technologies can provide opportunities for challenging and appropriate discourse."
Poster: Chris Daniels
Citation: Kim, W., Jeong, O. R., Lee, S. W. (2010). On social Web sites. Information Systems, 35 (2), pp 215-236.
Location: Academic search premiere
Notes: The authors attempt to organize the status, uses, and issues of social Websites into a comprehensive
frame work for discussing, understanding, using, building, and forecasting the future of social Websites. They explore taxonomy of social web sites, a taxonomy of their essential features, taxonomy of the uses and benefits of social websites, taxonomy of the issues and challenges facing the sites and a prognosis of how the sites are likely to evolve in the near future.
Poster: Chris Daniels
Citation: Rigby, M. (2010) Social Networking 0.0: Cultivating casual collaboration. College and research libraries news, 71(1), pp 14-15.
Location: http://crln.acrl.org/content/71/1/14.full.pdf+html
Notes:Mariam Rigby, a social science librarian has found that social interactions not necessarily geared for academic collaboration can be more productive. She suggest from her personal experience that casual social event based around a theme attract a diverse crowd and encourage interdisciplinary relationships and interactions with reference librarians
Poster: Chris Daniels
Citation: Vikram, Savkar (2010) Community colleges can create a true college community. Community college week, 22 (13), pp 4-5.
Location: Academic search premiere
Notes: Vikram Savkar a publisher of online teaching and training tools argues that online social networks are not fulfilling the fundamental need for human community. Suggests that community colleges can band together to create an collective internet based platform of both interactive material and online advisers for students to engage. Facebook and twitter may be good stop gaps for schools now but the mission of such sites are too broad for the needs of the classroom in the long run.
Poster: Chris Daniels
Citation: O'Brien, M., Burton, D., Campbell, A., Qualter, A., Varga-Atkins, T. (2006) Learning networks for schools: keeping up with the times or a leap into the unknown?. The Curriculum Journal, 17(4), pp. 397-411.
Location: Academic search premiere
Notes: Decided to look at Papers more specific to my topic but left this citation if any one else thinks it might help. Mostly about Networking resources between schools in the UK.
Poster: Chris Daniels
Citation: Montgomery, C., McDowell, L. (2009). Social networks and the International Student Experience: An international community of practice?. Journal of studies in international education, 13(4), pp 455-466.
Location: Illiad request (I have pdf if you need it)
Notes:Decided to look at papers more specific to my topic. Discusses how international students create there own f2f Social network to aid learning.
Poster Chris Daniels
Mikami A. Y., Szwedo, D. E., Allen, J. P., Evans, M. A., Hare. A. L. (2010). Adolescent peer relationship and behavior problems predict young adults communication on social networking websites. Developmental Psychology, 46(1) pp46-56. DOI 10.1037/a0017420.
Notes
Poster Chris Daniels
Citation: Pelling, E. L., White, K. M. (). The Theory of Planned Behavior Applied to Young People's Use of Social Networking Web Sites. CyberPsuchology & Behavior. 12(6), pp. 755-759. DOI 10.1089
Location: Behavioral Science Collection
Notes:
Poster: Chris Daniels
*articles below this point have more to do with EBD than SNW*
Citation: Frey, A., George-Nichols, N. (2003). Intervention practices for students with emotional and behavioral disorders: Using research to inform school social work practice. Children and Schools. 25(2), pp 97-103.
Location. Illiad request (contact me for PDF)
Notes: Discusses intervention research for children with EBD. Concludes that social workers who work with students faculty and parents to conduct a functional behavioral assessment, identify reasonable goals, outline positive behavioral strategies and determine methods for monitoring progress see the most improvement in behavior management in the classroom settings. Problems with social skills training (SST) include the ineffectiveness of a child learning a skill that is not practiced or reinforced, lack of sufficient contact hours to effect acquisition or practice to yield outcomes, SST only effective when function of behavior is considered and is part of a monitored behavior support plan, and when social skills groups are conceptualized primarily as educational groups their goals composition and leadership is ineffective due to compromise.
Poster: Chris Daniels